This dataset holds all materials for the Inform E-learning GIS course

Through the Department of the Interior-Bureau of Indian Affairs Enterprise License Agreement (DOI-BIA ELA) program, BIA employees and employees of federally-recognized Tribes may access a variety of geographic information systems (GIS) online courses and instructor-led training events throughout the year at no cost to them. These online GIS courses and instructor-led training events are hosted by the Branch of Geospatial Support (BOGS) or offered by BOGS in partnership with other organizations and federal agencies. Online courses are self-paced and available year-round, while instructor-led training events have limited capacity and require registration and attendance on specific dates. This dataset does not any training where the course was not completed by the participant or where training was cancelled or otherwise not able to be completed. Point locations depict BIA Office locations or Tribal Office Headquarters. For completed trainings where a participant location was not provided a point locations may not be available. For more information on the Branch of Geospatial Support Geospatial training program, please visit:https://www.bia.gov/service/geospatial-training.

Abstract: Community Engaged Learning (CEL) is a pedagogical approach that involves students, community partners, and instructors working together to analyze and address community-identified concerns through experiential learning. Implementing community-engagement in geography courses and, specifically, in GIS courses is not new. However, while students enrolled in CEL GIS courses critically reflect on social and spatial inequalities, GIS tools themselves are mostly applied in uncritical ways. Yet, CEL GIS courses can specifically help students understand GIS as a socially constructed technology which can not only empower but also disempower the community. This contribution presents the experiences from a community-engaged introductory GIS course, taught at a Predominantly White Institution (PWI) in Virginia (USA) in Spring ’24. It shows how the course helped students gain a conceptual understanding of what is GIS, how to use it, and valuable software skills, while also reflecting about their own privileges, how GIS can (dis)empower the community, and their own role as a GIS analyst. Ultimately, the paper shows how the course supported positive changes in the community, equity in education, reciprocity in university/community relationships, and student civic-mindedness.

Climate data and geographic data from Madagascar for learning multi-criteria analysis in GIS courses.

• MultiCriteriaAnalysis_ENG_v2023_v4.pdf - summary of Multi-Criteria Analysis methods for suitability of mango tree fruitculture.
• MultiCriteriaAnalysis_simple_ENG_v2023_v4.xlsx - sheets with support material fromPDF and videos in lecture channel
• Country borders: https://www.naturalearthdata.com/downloads/50m-cultural-vectors/50m-admin-0-countries-2/
• Rivers: https://www.naturalearthdata.com/downloads/10m-physical-vectors/
• Roads: https://www.naturalearthdata.com/downloads/50m-cultural-vectors/
• Global land cover classes - GLOBCOVER: http://due.esrin.esa.int/page_globcover.php
• Temperature and precipiatation - climate variables: clipped from WorldClim database rasters (see http://www.worldclim.org/)
• Digital Elevation Model - DEM from EarthExplorer web portal (see https://www.cirgeo.unipd.it/didattica/GIS/01x_access_geodata.html#USGS:_EarthExplorer
  

This is a full-day training, developed by UNEP CMB, to introduce participants to the basics of GIS, how to import points from Excel to a GIS, and how to make maps with QGIS, MapX and Tableau. It prioritizes the use of free and open software.

Seattle Parks and Recreation ARCGIS park feature map layer web services are hosted on Seattle Public Utilities' ARCGIS server. This web services URL provides a live read only data connection to the Seattle Parks and Recreations Golf Courses dataset.

Today’s data-driven world requires earth and environmental scientists to have skills at the intersection of domain and data science. These skills are imperative to harness information contained in a growing volume of complex data to solve the world’s most pressing environmental challenges. Despite the importance of these skills, Earth and Environmental Data Science (EDS) training is not equally accessible, contributing to a lack of diversity in the field. This creates a critical need for EDS training opportunities designed specifically for underrepresented groups. In response, we developed the Earth Data Science Corps (EDSC) which couples a paid internship for undergraduate students with faculty training to build capacity to teach and learn EDS using Python at smaller Minority Serving Institutions. EDSC faculty participants are further empowered to teach these skills at their home institutions which scales the program beyond the training lead by our team. Using a Rasch modeling approach, we found that participating in the EDSC program had a significant impact on undergraduate learners’ comfort and confidence with technical and nontechnical data science skills, as well as their science identity and sense of belonging in science, two critical aspects of recruiting and retaining members of underrepresented groups in STEM. Supplementary materials for this article are available online.

This file provides the raw data of an online survey intended at gathering information regarding remote sensing (RS) and Geographical Information Systems (GIS) for conservation in academic education. The aim was to unfold best practices as well as gaps in teaching methods of remote sensing/GIS, and to help inform how these may be adapted and improved. A total of 73 people answered the survey, which was distributed through closed mailing lists of universities and conservation groups.

Climate data and geographic data from Madagascar for learning multi-criteria analysis in GIS courses.

ArcGIS for Schools Programme, Esri Ireland

HEPGIS is a web-based interactive geographic map server that allows users to navigate and view geo-spatial data, print maps, and obtain data on specific features using only a web browser. It includes geo-spatial data used for transportation planning. HEPGIS previously received ARRA funding for development of Economically distressed Area maps. It is also being used to demonstrate emerging trends to address MPO and statewide planning regulations/requirements , enhanced National Highway System, Primary Freight Networks, commodity flows and safety data . HEPGIS has been used to help implement MAP-21 regulations and will help implement the Grow America Act, particularly related to Ladder of Opportunities and MPO reforms.

Instructions for students to use aerial photos, Google Earth and QGIS to explore their fieldwork area prior to their field trip. This material was designed for first-year undergraduate Earth Sciences students, in preparation to a fieldwork in the French Alps. The fieldwork and this guide focuses on understanding the geology and geomorphology.The accompanying dataset.zip contains required gis-data, which are a DEM (SRTM) and Satellite images (Landsat). This dataset is without a topographic map (SCAN25 from IGN) due to licence constraint. For academic use, request your own licence from IGN (ign.fr) directly.

GIS maps are windows into a database. Learn how to access the data connected to map features to answer questions about the real world.GoalsExplore patterns with GIS maps.Create GIS maps.Display map labels.Use a table to select features on a map.

Continuing the tradition of the best-selling Getting to Know series, Getting to Know ArcGIS Pro 2.6 teaches new and existing GIS users how to get started solving problems using ArcGIS Pro. Using ArcGIS Pro for these tasks allows you to understand complex data with the leading GIS software that many businesses and organizations use every day.Getting to Know ArcGIS Pro 2.6 introduces the basic tools and capabilities of ArcGIS Pro through practical project workflows that demonstrate best practices for productivity. Explore spatial relationships, building a geodatabase, 3D GIS, project presentation, and more. Learn how to navigate ArcGIS Pro and ArcGIS Online by visualizing, querying, creating, editing, analyzing, and presenting geospatial data in both 2D and 3D environments. Using figures to show each step, Getting to Know ArcGIS Pro 2.6 demystifies complicated process like developing a geoprocessing model, using Python to write a script tool, and the creation of space-time cubes. Cartographic techniques for both web and physical maps are included.Each chapter begins with a prompt using a real-world scenario in a different industry to help you explore how ArcGIS Pro can be applied for operational efficiency, analysis, and problem solving. A summary and glossary terms at the end of every chapter help reinforce the lessons and skills learned.Ideal for students, self-learners, and seasoned professionals looking to learn a new GIS product, Getting to Know ArcGIS Pro 2.6 is a broad textbook and desk reference designed to leave users feeling confident in using ArcGIS Pro on their own.AUDIENCEProfessional and scholarly. Higher education.AUTHOR BIOMichael Law is a cartographer and GIS professional with more than a decade of experience. He was a cartographer for Esri, where he developed cartography for books, edited and tested GIS workbooks, and was the editor of the Esri Map Book. He continues to work with GIS software, writing technical documentation, teaching training courses, and designing and optimizing user interfaces.Amy Collins is a writer and editor who has worked with GIS for over 16 years. She was a technical editor for Esri, where she honed her GIS skills and cultivated an interest in designing effective instructional materials. She continues to develop books on GIS education, among other projects.Pub Date: Print: 10/6/2020 Digital: 8/18/2020 ISBN: Print: 9781589486355 Digital: 9781589486362 Price: Print: $84.99 USD Digital: $84.99 USD Pages: 420 Trim: 7.5 x 9.25 in.Table of ContentsPrefaceChapter 1 Introducing GISExercise 1a: Explore ArcGIS OnlineChapter 2 A first look at ArcGIS Pro Exercise 2a: Learn some basics Exercise 2b: Go beyond the basics Exercise 2c: Experience 3D GISChapter 3 Exploring geospatial relationshipsExercise 3a: Extract part of a dataset Exercise 3b: Incorporate tabular data Exercise 3c: Calculate data statistics Exercise 3d: Connect spatial datasetsChapter 4 Creating and editing spatial data Exercise 4a: Build a geodatabase Exercise 4b: Create features Exercise 4c: Modify featuresChapter 5 Facilitating workflows Exercise 5a: Manage a repeatable workflow using tasks Exercise 5b: Create a geoprocessing model Exercise 5c: Run a Python command and script toolChapter 6 Collaborative mapping Exercise 6a: Prepare a database for data collection Exercise 6b: Prepare a map for data collection Exercise 6c: Collect data using ArcGIS CollectorChapter 7 Geoenabling your projectExercise 7a: Prepare project data Exercise 7b: Geocode location data Exercise 7c: Use geoprocessing tools to analyze vector dataChapter 8 Analyzing spatial and temporal patternsExercise 8a: Create a kernel density map Exercise 8b: Perform a hot spot analysis Exercise 8c: Explore the results in 3D Exercise 8d: Animate the dataChapter 9 Determining suitability Exercise 9a: Prepare project data Exercise 9b: Derive new surfaces Exercise 9c: Create a weighted suitability modelChapter 10 Presenting your project Exercise 10a: Apply detailed symbology Exercise 10b: Label features Exercise 10c: Create a page layout Exercise 10d: Share your projectAppendix Image and data source credits Data license agreement GlossaryGetting to Know ArcGIS Pro 2.6 | Official Trailer | 2020-08-10 | 00:57

Summary This feature class documents the fire history on CMR from 1964 - present. This is 1 of 2 feature classes, a polygon and a point. This data has a variety of different origins which leads to differing quality of data. Within the polygon feature class, this contains perimeters that were mapped using a GPS, hand digitized, on-screen digitized, and buffered circles to the estimated acreage. These 2 files should be kept together. Within the point feature class, fires with only a location of latitude/longitude, UTM coordinate, TRS and no estimated acreage were mapped using a point location. GPS started being used in 1992 when the technology became available. Records from FMIS (Fire Management Information System) were reviewed and compared to refuge records. Polygon data in FMIS only occurs from 2012 to current and many acreage estimates did not match. This dataset includes ALL fires no matter the size. This feature class documents the fire history on CMR from 1964 - present. This is 1 of 2 feature classes, a polygon and a point. This data has a variety of different origins which leads to differing quality of data. Within the polygon feature class, this contains perimeters that were mapped using a GPS, hand digitized, on-screen digitized, and buffered circles to the estimated acreage. These 2 files should be kept together. Within the point feature class, fires with only a location of latitude/longitude, UTM coordinate, TRS and no estimated acreage were mapped using a point location. GPS started being used in 1992 when the technology became available. Data origins include: Data origins include: 1) GPS Polygon-data (Best), 2) GPS Lat/Long or UTM, 3)TRS QS, 4)TRS Point, 6)Hand digitized from topo map, 7) Circle buffer, 8)Screen digitized, 9) FMIS Lat/Long. Started compiling fire history of CMR in 2007. This has been a 10 year process.FMIS doesn't include fires polygons that are less than 10 acres. This dataset has been sent to FMIS for FMIS records to be updated with correct information. The spreadsheet contains 10-15 records without spatial information and weren't included in either feature class. Fire information from 1964 - 1980 came from records Larry Eichhorn, BLM, provided to CMR staff. Mike Granger, CMR Fire Management Officer, tracked fires on an 11x17 legal pad and all this information was brought into Excel and ArcGIS. Frequently, other information about the fires were missing which made it difficult to back track and fill in missing data. Time was spent verifiying locations that were occasionally recorded incorrectly (DMS vs DD) and converting TRS into Lat/Long and/or UTM. CMR is divided into 2 different UTM zones, zone 12 and zone 13. This occasionally caused errors in projecting. Naming conventions caused confusion. Fires are frequently names by location and there are several "Soda Creek", "Rock Creek", etc fires. Fire numbers were occasionally missing or incorrect. Fires on BLM were included if they were "Assists". Also, fires on satellite refuges and the district were also included. Acreages from GIS were compared to FMIS acres. Please see documentation in ServCat (URL) to see how these were handled.

LANDISVIEW is a tool, developed at the Knowledge Engineering Laboratory at Texas A&M University, to visualize and animate 8-bit/16-bit ERDAS GIS format (e.g., LANDIS and LANDIS-II output maps). It can also convert 8-bit/16-bit ERDAS GIS format into ASCII and batch files. LANDISVIEW provides two major functions: 1) File Viewer: Files can be viewed sequentially and an output can be generated as a movie file or as an image file. 2) File converter: It will convert the loaded files for compatibility with 3rd party software, such as Fragstats, a widely used spatial analysis tool. Some available features of LANDISVIEW include: 1) Display cell coordinates and values. 2) Apply user-defined color palette to visualize files. 3) Save maps as pictures and animations as video files (*.avi). 4) Convert ERDAS files into ASCII grids for compatibility with Fragstats. (Source: http://kelab.tamu.edu/)

Have you ever wanted to create your own maps, or integrate and visualize spatial datasets to examine changes in trends between locations and over time? Follow along with these training tutorials on QGIS, an open source geographic information system (GIS) and learn key concepts, procedures and skills for performing common GIS tasks – such as creating maps, as well as joining, overlaying and visualizing spatial datasets. These tutorials are geared towards new GIS users. We’ll start with foundational concepts, and build towards more advanced topics throughout – demonstrating how with a few relatively easy steps you can get quite a lot out of GIS. You can then extend these skills to datasets of thematic relevance to you in addressing tasks faced in your day-to-day work.

This dataset has been created specifically for the intensive course 'Introduction to (Q)GIS for Archaeologists,' which is held at the Università degli Studi di Pavia in the year 2022 and 2023. The course is a part of the Master's Degree program on 'The Ancient Mediterranean World: History, Archaeology, and Art.' The dataset has been carefully developed to support the learning goals of the course, which aims to provide students with a comprehensive introduction to (Q)GIS tools and techniques that are relevant to archaeology. By using this dataset, students will be able to apply their newly acquired knowledge to real-world scenarios, preparing them for future work in the field.

Do you need help in learning how to include GIS into your classroom activities? IowaView has developed a helpful guide for K-12 educators to learn what tools are available and how to integrate them into the classroom. Some of the geography content in this guide is specific to Iowa but the tools and resources are useful for anyone involved in K-12 education.